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The teacher plays a central role in transforming education and improving the level of education. All those who want to cooperate with any attempt to change must understand the subjective world of education. So, it is necessary to analyze the process by which teachers make decisions and that seems to influence the response of teachers to the proposed changes. It is also important to take into account the fact that individuals associated with the change go through stages in their perceptions of innovation and their feelings about it, as well as their competence to use. In this context we must also try to understand the meaning of a training focused on practice and the importance of teachers' participation in innovation in education. Introduction School staff, especially teachers and school leaders is a vital link in efforts to improve education. In the classroom, teachers are important actors, even the most important.
It is obvious that no change will happen without their support and commitment. Transformation and improvement of education depends on what teachers believe and what they do. This is a very simple statement, but the analysis of reasoning which shows that it makes simple statements can be complex. If the teacher plays a central role in transforming and improving education at school, so it is important to consider the working conditions as a factor in the change process. I argue that effective change can occur in practice in education without improving the working life of teaching or working conditions have gradually deteriorated over the last two decades. It is a fact that the teaching profession has become much less prestigious in the eyes of the community and the public it was there again shortly. It is considered a career defined and predictable (at least in the European tradition). The teacher is both organizer, mediator and communicator. 1. THE teacher ORGANIZER - Analyzes data at its disposal: • Knowledge of students • acquired
his students (conceptions, beliefs, acquisitions cognitive, learning already achieved ....) • planned learning in the classroom - Based on these data, it chooses the target, so the hurdle for students; - Organizes the system by defining: • task • Equipment • the groups if there are several, or the manner of determining • duration • work instructions specifying: . . . the meaning and purpose of the activity . . . conditions of realization (time, equipment, procedures, aid possible . . . prohibited aid, nature and form of the expected production, evaluation criteria .....) • the spatial framework for the exchange (furniture layout.) While the device is designed so that there is confrontation of viewpoints and ideas between the children involved. 2. THE teacher MEDIATOR The teacher is a mediator at two levels: • Between knowledge and students (he who knows the subject and objective conceptual animate the socio-cognitive conflict based on this goal.) • Between the students themselves (it is he who leads the socio-cognitive conflict
and manages to catch the words of the students.) This double mediation, it is at three levels: - Action on the representations of the task by the students and their conceptions • Destabilization of students caused by the statement of opinions and ideas of other students. He must accept the error (any misconceptions) and make sure it is facing other designs, right or wrong. - Action on the construction of a problem and a resolution procedure • The problematization of knowledge. At this stage, we look for ways to validate knowledge, without caring whether they are true or not. The error is used in the process. - Action taken by the words of the students: the teacher reformulates, agrees and encourages them to speak, he channeled the proposals of students. • Monitor student activity 3. THE teacher COMMUNICATOR To practice mediation, the teacher must be effective communication: • It must facilitate communication between students • it must itself communicate well with the students and be understood. Competence to be developed: - Verbal communication (adaptation and use of voice, use of language
resources.) - In non-verbal communication (expressions, gestures, postures, positioning in the classroom tracking behavior ruptures attention etc ....) It should facilitate classroom situations: - By creating spatial conditions of a good trade (furniture layout; students) - By setting the timing instructions clear and precise checking if they were included, making them rewrite. - Facilitating and managing spontaneous interventions students - By reformulating or by reformulating (use active listening.) - By asking the right questions, non-inductive. - Leveraging students systematically proposals. Place of the teacher and the student in the learning process In order that students are involved in their learning, it is desirable that: teacher - offers - Arouses curiosity desire - stimulates - observe - listening - accepts For students - discover - explore - undertake teacher - Help - creates -organizes For students - verbalize - formulate - Select evidence - make assumptions - Become aware
of the problem teacher - supports - guide For students - seek - exchange - structure - facing - produce teacher - Manages communication at: * Exchange * Conflicts * Questionings For students - Explain their approaches, strategies - Appreciate its relevance - Justify their choices - Argue their proposals - Take into account the proposals of other teacher - bookmark * the needs * the difficulties For students - resolved - readjusting - Change their strategies - Propose adapted exercises For students - Train - enhance - consolidate - master - deepen - reinvest teacher - Organizes the syntax For students - Validate the assumptions - Combine the various response elements - Construct solutions - Develop scalable referents - Communicating and arguing, justifying - creates further research based on prior learning For students - Transform representations - Can transform their knowledge The teacher, by his attitude
and actions, places the student in a situation actively and constructively in relation to their learning. Conclusion We have to measure the importance of the role of the teacher in the context of the organization, mediation and communication for teaching and learning. The traditional image of the teacher, dedicated to its mission, plying his trade by vocation, she still make sense? Do we run, as some predict, to a new definition of business that would make teaching a specialized operator among others, responsible for making cost-effective education? The answers to these questions are the result of complex assays, specific to each country, between different requirements generated by mutations companies.
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